Overview
According to the Georgia Partnership for Excellence in Education’s article “Top Ten Issues to Watch in 2016”, one of the issues that Georgia faces is the future of education (p. 48). Part of this future includes the emergence of virtual learning programs (p. 48). The Georgia Department of Education identifies technology integration as one of the core foundations of their improvements (p. 5). According to the Georgia Department of Education’s strategic plan, one of the keys to “ensuring that every child graduates ready to live” is “a system that identifies and cultivates the strengths and passions of students in the later grades” (p. 4). One of the strategic goals of the Georgia Department of Education that leads to “ensuring that every child graduates ready to live” is to “increase personalized learning by setting challenging goals, providing effective feedback and supports” (p. 6). As virtual learning programs emerge in Georgia, the question also emerges how do virtual schools meet the needs of students who have been identified as gifted.
According to the GaDOE website, “a gifted education student is defined as one who demonstrates a high degree of intellectual and/or creative ability (ies), exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her ability (ies)”. The regulations for meeting gifted needs state that students receive direct services through a resource class, advanced content, advanced content classes, or cluster grouping. Students may receive indirect services through collaborative teaching, internship/mentorship, or approved innovative models. If the regulations are known for meeting the needs of gifted students, then a few questions arise about their role in virtual schools. How are the current virtual schools in the state of Georgia directly or indirectly meeting the needs of gifted students? How are students receiving their gifted services at the Georgia Virtual School, Georgia Connections Academy, Georgia Cyber Academy, and Graduation Achievement Charter High School?
There are currently four virtual schools in the state of Georgia that meet a variety of students’ needs. Three of the virtual schools operate as charter schools in the state of Georgia and one is run by the state of Georgia. According to the Georgia Department of Education, “a charter school is a public school of choice that operates under the terms of a charter, or contract, with an authorizer, such as the state and local boards of education” (General Frequently Asked, 2016, para. 1). A charter school is a public school that has more autonomy and flexibility than a traditional public school (para. 2). As public schools, they “receive public funding, cannot charge tuition, must have fair and open enrollment, must be secular, and are required to serve all student populations, including students with disabilities and English language learners (para. 1). Virtual schools provide students with a variety of opportunities, including offering classes that a brick and mortar school does not offer, credit recovery, allow students to work at their own pace, and flexibility in meeting (Kamenetz, 2015)
Graphic from the Georgia Virtual School website.
The Georgia Virtual School, GVS, is a part of the Georgia Department of Education’s Office of Technology Services. It is the one virtual school run by the state of Georgia. The GVS has a high school curriculum that includes college prep and Advanced Placement classes. While the GVS primarily provides a high school curriculum, it also provides a middle school program. The GVS is accredited by SACS/AdvancED. For public school students, their tuition is paid by their local schools. For a limited amount of private school and homeschool students, the tuition and fees are paid through a state-funded allotment. As a “supplemental program Georgia Virtual School does not specifically provide gifted services” (Newman, 2016, para. 1). Advanced Placement classes are available to gifted students as an option (para. 1).
Graphic from the Georgia Connections Academy website.
The Georgia Connections Academy is a charter school that is operated by the Georgia Connections Academy, a nonprofit corporation. The Georgia Connections Academy provides a tuition free k-12 education. They are also accredited by AdvancED and SACS CASI. The Georgia Connections Academy provides gifted students with a Personalized Learning Plan, or PLP, that “ensures that gifted students are challenged through differentiated instruction, customized lessons, enrichment activities, and a schedule that allows them to progress at their own pace” and “allows gifted students to be placed in curriculum levels beyond their grade level, if appropriate” (E., 2016, para. 1 and 2). The gifted program is currently only available for elementary and middle school levels, with advanced content classes and individualized pacing available for high school students (para. 3 and 5).
Graphic from Georgia Cyber Academy website.
The third virtual school in Georgia is the Georgia Cyber Academy. The Georgia Cyber Academy is a charter school that provides public education for students who reside in the state of Georgia and are in grades k-12. There is no tuition charge to students’ families because it is a public school. Families are responsible for providing consumable materials. Accreditation is also through AdvancED and SACS CASI. The Georgia Cyber Academy can “tailor your curriculum and lesson plans” to meet gifted students’ needs (FAQS, 2016, para. 8). They also provide an Advanced Learners Program “with enrichment offerings across many subjects, specialized clubs and field trips (domestic and international), and other supplemental resources and challenges to ensure that our gifted/talented students are getting the education that best meets their individualized needs” (para. 8).
Graphic from Google Images. Located at www.gradgeorgia.com.
The last virtual school is the Graduation Achievement Charter High School, GACHS. It was formerly known as the Provost Academy Georgia. Its charter was amended in August, 2015. GACHS is a charter school for students who are fourteen to twenty years old. The GACHS has SACS CASI accreditation through the Georgia Accreditation Committee. A vote will occur in June for full SACS CASI accreditation though AdvancED. GACHS is a tuition free school for students who are looking to graduate early or have dropped out.
Trend or Issue
The ability and role of virtual schools in the education of students who have been identified as gifted is a combination of trend and issue. A trend means to “extend in a general direction”, “to veer in a new direction”, or “to show a tendency” (Bentley, 2016). An issue is “a vital or unsettled matter” or “the point at which an unsettled matter is ready for a decision” (Bentley, 2016). The different parts of the topic of gifted education in virtual schools cause it to be a trend and an issue.
The emergence of virtual schools has been a trend in the state of Georgia, as identified in the Georgia Partnership for Excellence in Education’s article “Top Ten Issues to Watch in 2016” (48). In just the 2013-2014 school year, the Georgia Cyber Academy, the Georgia Connections Academy, and the Graduation Achievement Charter High School experienced a 34% increase in student enrollment (Georgia Partnership, 2016). Greg Vanourek, in “An (Updated) Primer of Virtual Charter School: Mapping the Electronic Future”, states, “Virtual schools have arrived, creating new opportunities for students, and also a set of challenges to our notions about schooling and the policies that govern public education” (2011). He also claims that “the territory is changing rapidly” and that annual enrollment in virtual charter schools is increasing (Vanourek 2011). Virtual schools meet the requirements of the definition of a trend. Virtual schools represent a new direction in the field of education that is showing a tendency for growth.
Gifted services are a constant issue in the field of education. Due to the growth of virtual schools gifted services has become an even greater issue because new ways must be considered to ensure that all students are having their educational needs met. In the book, Advances in Special Education: Gifted Students: Current Perspectives and Issues, a variety of topics that make gifted education an issue are discussed, such as legal issues, receiving services, inclusion, differentiated instruction, and technology (Bakken, 2014). In particular, the underrepresentation of minorities in gifted education is an important issue, as part of the discussion of “achievement gaps and inequities in school settings” (Ford, 2014). The educational accommodations required for gifted students are controversial and questionable. According to Mandelman and Grigorenko, “popular options for gifted programming are acceleration, ability grouping, enrichment programs, pull out programs, curriculum compacting and summer programs” (2013). There is an “extreme inconsistency in provision of educational services” for gifted students and a lack of federal funding to provide services (Bakken, 2014). All of these topics are unsettled matters that are ready to be decided for the educational needs of gifted students. These unsettled matters make gifted education an issue. All of these issues must now be considered on a new digital level in the virtual classroom.
My Opinion
I believe that I have a unique three-fold view of and stake in the issue of gifted education in virtual schools. As a teacher, I have observed gifted students in my classroom. As a parent, I have two children who have been identified as gifted. I also received gifted services as a student.
As a teacher, it is easy to differentiate instruction for students who need remediation. Throughout my time as a student at Columbus State, I took multiple classes in regards to special education and differentiation. There were significantly more lessons regarding differentiation for students who need remediation than gifted services. I have received training in my school for using technology for student remediation and scaffolding. I believe that my students would benefit from the use of virtual school in their gifted education. For example, an asynchronous class would allow a student a chance at acceleration when they have completed their work.
As a parent, I have two children who have been identified as gifted. I am interested in the use of virtual schools to meet their educational needs. In particular, I would like to determine if a virtual school could accelerate or enrich their learning. During the summer, courses are offered for students who need remediation but it is more difficult to find courses offered for acceleration or enrichment. There seems to be a significant difference in cost in the available classes. I would like for their educational needs be in the traditional classroom and the virtual classroom.
As a student, I received gifted services through a variety of sources, both direct and indirect. During my time as a college student, the option for virtual education allowed for accelerated progression. I wish that this had been an option during my time in elementary, middle, and high school. I became frustrated with gifted education during my middle school years. I was given additional work that did not accelerate my education. I would have appreciated the opportunity to take virtual classes for grade acceleration or advanced content.
References Bakken, J. P., Obiakor, F. E., Rotatori, A. F., & Banks, T. (2014). Gifted education: current perspectives and issues. Bingley, [England]: Emerald, 2014. In this book, Bakken, Rotatori, and Banks discuss the legal issues, assessment, placement, technology, and other issues involved in gifted education.
Bentley, E. (2016, May 17). EDCI 6158: Trends & Issues in Education. Lecture presented in Columbus State University, Columbus.
Bentley defined trends and issues in a PowerPoint lecture.
E. (2016, May 19). RE: Questions regarding gifted education through the Georgia Connections Academy [E-mail to the author].
Email reply from Georgia Connections Academy answering questions about gifted education.
FAQs. (n.d.). Retrieved May 31, 2016, from http://www.gacyber.org/faqs.html.
The frequently asked questions page of the Georgia Cyber Academy.
Ford, Donna Y. 2014. “Segregation and the Underrepresentation of Blacks and Hispanics in Gifted Education: Social Inequality and Deficit Paradigms.” Roeper Review 36, no. 3: 143-154. MasterFILE Elite, EBSCOhost (accessed May 23, 2016).
In the academic journal, Roeper Review, Ford examines the underrepresentation of minorities in gifted education.
Georgia Partnership for Excellence in Education. (2016). Top Ten Issues to Watch in 2016 [Brochure]. Atlanta, GA: Author.
The Georgia Partnership for Excellence in Education discusses the top ten issues to watch in Georgia Education in 2016 in this publication.
Mandelman, S. D., & Grigorenko, E. L. (2013). Questioning the Unquestionable: Reviewing the Evidence for the Efficacy of Gifted Education. Talent Development & Excellence, 5(1), 125-137.
An article by Samuel Mandelman and Elena Grigorenko in Talent Development & Excellence in which they discuss the history, efficacy, and theories of gifted education.
Newman, S. (2016, May 18). General program information [E-mail to the author].
An email reply from Sarah Newman at the Georgia Department of Education regarding the role of gifted education at the Georgia Virtual School.
According to the Georgia Partnership for Excellence in Education’s article “Top Ten Issues to Watch in 2016”, one of the issues that Georgia faces is the future of education (p. 48). Part of this future includes the emergence of virtual learning programs (p. 48). The Georgia Department of Education identifies technology integration as one of the core foundations of their improvements (p. 5). According to the Georgia Department of Education’s strategic plan, one of the keys to “ensuring that every child graduates ready to live” is “a system that identifies and cultivates the strengths and passions of students in the later grades” (p. 4). One of the strategic goals of the Georgia Department of Education that leads to “ensuring that every child graduates ready to live” is to “increase personalized learning by setting challenging goals, providing effective feedback and supports” (p. 6). As virtual learning programs emerge in Georgia, the question also emerges how do virtual schools meet the needs of students who have been identified as gifted.
According to the GaDOE website, “a gifted education student is defined as one who demonstrates a high degree of intellectual and/or creative ability (ies), exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her ability (ies)”. The regulations for meeting gifted needs state that students receive direct services through a resource class, advanced content, advanced content classes, or cluster grouping. Students may receive indirect services through collaborative teaching, internship/mentorship, or approved innovative models. If the regulations are known for meeting the needs of gifted students, then a few questions arise about their role in virtual schools. How are the current virtual schools in the state of Georgia directly or indirectly meeting the needs of gifted students? How are students receiving their gifted services at the Georgia Virtual School, Georgia Connections Academy, Georgia Cyber Academy, and Graduation Achievement Charter High School?
There are currently four virtual schools in the state of Georgia that meet a variety of students’ needs. Three of the virtual schools operate as charter schools in the state of Georgia and one is run by the state of Georgia. According to the Georgia Department of Education, “a charter school is a public school of choice that operates under the terms of a charter, or contract, with an authorizer, such as the state and local boards of education” (General Frequently Asked, 2016, para. 1). A charter school is a public school that has more autonomy and flexibility than a traditional public school (para. 2). As public schools, they “receive public funding, cannot charge tuition, must have fair and open enrollment, must be secular, and are required to serve all student populations, including students with disabilities and English language learners (para. 1). Virtual schools provide students with a variety of opportunities, including offering classes that a brick and mortar school does not offer, credit recovery, allow students to work at their own pace, and flexibility in meeting (Kamenetz, 2015)
Trend or Issue
The ability and role of virtual schools in the education of students who have been identified as gifted is a combination of trend and issue. A trend means to “extend in a general direction”, “to veer in a new direction”, or “to show a tendency” (Bentley, 2016). An issue is “a vital or unsettled matter” or “the point at which an unsettled matter is ready for a decision” (Bentley, 2016). The different parts of the topic of gifted education in virtual schools cause it to be a trend and an issue.
The emergence of virtual schools has been a trend in the state of Georgia, as identified in the Georgia Partnership for Excellence in Education’s article “Top Ten Issues to Watch in 2016” (48). In just the 2013-2014 school year, the Georgia Cyber Academy, the Georgia Connections Academy, and the Graduation Achievement Charter High School experienced a 34% increase in student enrollment (Georgia Partnership, 2016). Greg Vanourek, in “An (Updated) Primer of Virtual Charter School: Mapping the Electronic Future”, states, “Virtual schools have arrived, creating new opportunities for students, and also a set of challenges to our notions about schooling and the policies that govern public education” (2011). He also claims that “the territory is changing rapidly” and that annual enrollment in virtual charter schools is increasing (Vanourek 2011). Virtual schools meet the requirements of the definition of a trend. Virtual schools represent a new direction in the field of education that is showing a tendency for growth.
Gifted services are a constant issue in the field of education. Due to the growth of virtual schools gifted services has become an even greater issue because new ways must be considered to ensure that all students are having their educational needs met. In the book, Advances in Special Education: Gifted Students: Current Perspectives and Issues, a variety of topics that make gifted education an issue are discussed, such as legal issues, receiving services, inclusion, differentiated instruction, and technology (Bakken, 2014). In particular, the underrepresentation of minorities in gifted education is an important issue, as part of the discussion of “achievement gaps and inequities in school settings” (Ford, 2014). The educational accommodations required for gifted students are controversial and questionable. According to Mandelman and Grigorenko, “popular options for gifted programming are acceleration, ability grouping, enrichment programs, pull out programs, curriculum compacting and summer programs” (2013). There is an “extreme inconsistency in provision of educational services” for gifted students and a lack of federal funding to provide services (Bakken, 2014). All of these topics are unsettled matters that are ready to be decided for the educational needs of gifted students. These unsettled matters make gifted education an issue. All of these issues must now be considered on a new digital level in the virtual classroom.
My Opinion
I believe that I have a unique three-fold view of and stake in the issue of gifted education in virtual schools. As a teacher, I have observed gifted students in my classroom. As a parent, I have two children who have been identified as gifted. I also received gifted services as a student.
As a teacher, it is easy to differentiate instruction for students who need remediation. Throughout my time as a student at Columbus State, I took multiple classes in regards to special education and differentiation. There were significantly more lessons regarding differentiation for students who need remediation than gifted services. I have received training in my school for using technology for student remediation and scaffolding. I believe that my students would benefit from the use of virtual school in their gifted education. For example, an asynchronous class would allow a student a chance at acceleration when they have completed their work.
As a parent, I have two children who have been identified as gifted. I am interested in the use of virtual schools to meet their educational needs. In particular, I would like to determine if a virtual school could accelerate or enrich their learning. During the summer, courses are offered for students who need remediation but it is more difficult to find courses offered for acceleration or enrichment. There seems to be a significant difference in cost in the available classes. I would like for their educational needs be in the traditional classroom and the virtual classroom.
As a student, I received gifted services through a variety of sources, both direct and indirect. During my time as a college student, the option for virtual education allowed for accelerated progression. I wish that this had been an option during my time in elementary, middle, and high school. I became frustrated with gifted education during my middle school years. I was given additional work that did not accelerate my education. I would have appreciated the opportunity to take virtual classes for grade acceleration or advanced content.
References
Bakken, J. P., Obiakor, F. E., Rotatori, A. F., & Banks, T. (2014). Gifted education: current perspectives and issues. Bingley, [England]: Emerald, 2014.
In this book, Bakken, Rotatori, and Banks discuss the legal issues, assessment, placement, technology, and other issues involved in gifted education.
Bentley, E. (2016, May 17). EDCI 6158: Trends & Issues in Education. Lecture presented in Columbus State University, Columbus.
Bentley defined trends and issues in a PowerPoint lecture.
E. (2016, May 19). RE: Questions regarding gifted education through the Georgia Connections Academy [E-mail to the author].
Email reply from Georgia Connections Academy answering questions about gifted education.
FAQs. (n.d.). Retrieved May 31, 2016, from http://www.gacyber.org/faqs.html.
The frequently asked questions page of the Georgia Cyber Academy.
Ford, Donna Y. 2014. “Segregation and the Underrepresentation of Blacks and Hispanics in Gifted Education: Social Inequality and Deficit Paradigms.” Roeper Review 36, no. 3: 143-154. MasterFILE Elite, EBSCOhost (accessed May 23, 2016).
In the academic journal, Roeper Review, Ford examines the underrepresentation of minorities in gifted education.
General Frequently Asked Questions. (n.d.). Retrieved May 31, 2016, from http://www.gadoe.org/External-Affairs-and-Policy/Charter-Schools/Pages/General- Frequently-Asked-Questions.aspx.
The frequently asked questions page about charter schools on the Georgia Department of Education website.
Georgia Partnership for Excellence in Education. (2016). Top Ten Issues to Watch in 2016 [Brochure]. Atlanta, GA: Author.
The Georgia Partnership for Excellence in Education discusses the top ten issues to watch in Georgia Education in 2016 in this publication.
Kamenetz, A. (2015, February 02). Virtual Schools Bring Real Concerns About Quality. Retrieved May 31, 2016, from http://www.npr.org/sections/ed/2015/02/02/382167062/virtual-schools-bring-real-concerns-about-quality.
Kamenetz discussed the quality of virtual schools on All Things Considered on NPR.
Mandelman, S. D., & Grigorenko, E. L. (2013). Questioning the Unquestionable: Reviewing the Evidence for the Efficacy of Gifted Education. Talent Development & Excellence, 5(1), 125-137.
An article by Samuel Mandelman and Elena Grigorenko in Talent Development & Excellence in which they discuss the history, efficacy, and theories of gifted education.
Newman, S. (2016, May 18). General program information [E-mail to the author].
An email reply from Sarah Newman at the Georgia Department of Education regarding the role of gifted education at the Georgia Virtual School.